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Subject @ SAA
Subject: French
Scheme of Work: Year 8
Term: Autumn
Topic / Unit(s) Studio 1 unit 4
Overview / Context Where I live
Assessment/Mastery
Success criteria
B1 • Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary.
• Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation.
• Demonstrate understanding of familiar written words and phrases. Read them aloud.
• Write or copy simple words correctly. Label items. Complete short phrases or sentences.
B2 • Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly.
• Answer simple questions. Give basic information and opinions, using familiar vocabulary. Begin to show awareness of sound patterns.
• Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases.
• Write a few short sentences with support, giving basic information and using the present tense of frequently-used verbs. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear.
B3 • Demonstrate understanding of main points and opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly.
• Ask and answer simple questions.
• Exchange simple opinions.
• Demonstrate understanding of main points and opinions in short texts using familiar language.
• Write several short sentences with support to give information and express simple opinions.
• Translate familiar words and short phrases into the target language.
B4 • Transcribe familiar words.
Subject @ SAA
• Take part in brief dialogues, using short phrases referring to the present.
• Translate familiar words and short phrases into English.
• Generally accurate in using straightforward language and meaning is clear, but there may be major errors with verbs.
B5 • Demonstrate understanding of main points, opinions and some details in short passages which include reference to either the present or the future (including some grammar up to and including the 4th step).
• Exchange opinions and give simple reasons.
• Describe and give information in short dialogues using familiar vocabulary and common grammatical structures (including some grammar up to and including the 4th Step).
• Demonstrate understanding of main points, opinions, overall message and some detail in short written texts, referring to the present or future.
• Use a bilingual dictionary or glossary to look up unfamiliar words.
• Write short texts for different purposes using mainly memorised language, referring to the present or the future.
• Express opinions and give simple reasons.
B6 • Transcribe short phrases.
• Take part in simple conversations, referring to the present or the future.
• Begin to speak spontaneously (e.g. by giving an unsolicited opinion).
• Understand short texts written for target-language learners of (e.g. menus, short adverts, songs, simple poems).
• Translate simple sentences containing familiar vocabulary and grammar (including some grammar up to and including the 4th Step) into English.
• Translate into the target language simple sentences (including some grammar up to and including the 4th Step) containing familiar words and structures.
• Generally accurate in using straightforward language and meaning is clear, but there may be errors with verbs.
E1 • Demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past, or the present and the future, spoken clearly (including some grammar up to and including the 5th Step).
• Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons.
• Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present.
Curriculum Opportunities
Subject @ SAA
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
Lesson 6 - translation
Lesson 13
Write a description of an ideal virtual town
Assessment Cycle:
1 2 3
Key Vocabulary Example:
Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel un marché un parc un restaurant un stade une église une patinoire une piscine des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est … bien/super/joli/intéressant/ennuyeux vraiment nul/trop petit Tu es d’accord? Oui, je suis d’accord.
Subject @ SAA
Non, je ne suis pas d’accord.
Wider Reading Students can visit www.linguascope.com to practise new vocabulary and extend their vocabulary through presentations and games. Staff should familiarise themselves with the GCSE specification and the mastery steps These are skill-based not topic-based. They should read up on differentiation methods to add ideas to own lesson plans.
Teacher Notes
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1
1. Gathering.
Name places in a town / village.
2. Processing
Explain how to say there is or there is not a particular building / thing.
3. Applying
Bell task : circle map – name the buildings you would expect to find in a town
Learning toolbox
circle map Thinking caps: red and white Habits of mind – striving for accuracy
Introducing buildings in the town using ActiveTeach p. 070 Flashcards or PPT provided. Presentation and games to practice vocabulary.
L - B3 Understand places in town Understand which amenities a town has and hasn’t got B4 - Understand people’s opinions about the town/village where they live S - Describe and identify a town using picture prompts Practise understanding expressions of opinion
Self-assessment of Listening exercises. Teacher assessment of accurate pronunciation.
Resources: PPT 1
ActiveTeach Studio listening resources.
SEND may need to revise from
(Accès Studio– Where you live)
Key Vocabulary/Literacy opportunities
Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel
Subject @ SAA
À toi A page 124, ex. 1
Plenary: Review giving details of the amenities a town has/doesn’t have
un marché un parc un restaurant un stade une église une patinoire une piscine des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est … bien/super/joli/intéressant/ennuyeux vraiment nul/trop petit Tu es d’accord? Oui, je suis d’accord.
Non, je ne suis pas d’accord.
Marking Opportunity: Red pen marking of key words
Recall/Homework: Learn the opinions from the sheet provided for a test next lesson.
SMSC: cultural
Misconceptions: word order – students often expect centre to come after ‘loisirs’ or ‘commercial’
Subject @ SAA
Lesson 2
1. Gathering.
2. Processing
3. Applying
Bell task
Recall positive and negative descriptions pertaining to the town.
Learning toolbox
circle map Thinking caps: yellow, black, red and green Habits of mind – striving for accuracy
Speaking B4 Create conversations with different opinions of towns (very positive, quite positive, quite negative and very negative) B4 Translation from English to French
B4 reading Understand chatroom postings about amenities towns have/haven’t got and residents’ opinions
B4 Write a paragraph about own town or village
Plenary
Self-assessment of Listening exercises. Teacher assessment of accurate pronunciation.
Teacher assessment of accurate spelling and word order of description of the town.
Resources PPT 2
Cahier d’exercices
Writing frame for town description for low ability.
Key Vocabulary/literacy opportunities
Marking Opportunity:
Recall/Homework:
Bronze/ Silver : Cahier d’exercices A, page 32
GOLD :Cahier d’exercices B, page 32
SMSC:
Misconceptions: adjectival agreement e.g. petit / petite according to gender and singular / plural.
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 3
1. Gathering.
Name basic directions.
2. Processing
Link the 2 words for ‘you’.
3. Applying
Bell task
Mnemonics challenge – piscine and magasins.
Learning toolbox
Thinking caps: green and white Habits of mind – striving for accuracy and think before acting. Video lesson of the characters getting lost and having to find each other. Introduction of basic directions and using ‘tu’ and ‘ vous’.
Self-assessment of Listening exercises i.e answers to video questions. Teacher assessment of accurate pronunciation. Peer-assessment of pronunciation.
Resources: PPT 3
SEN labelling picture of fairground rides
Key Vocabulary/Literacy opportunities
Pardon … Où est …? Où sont …? C’est … à gauche à droite
Subject @ SAA
Questions on worksheet BSG. Listening B4 Speaking B3
Plenary
Find the 2 spelling mistakes in each of the 5 sentences (BSG)
Self-assessment of plenary questions.
tout droit au carrefour entre derrière devant
Marking Opportunity:
Listening to students – marking their speaking and writing a grade on the sheet in red.
Recall/Homework:
SMSC: cultural and social
Misconceptions:
There cannot be more than one word for the same thing i.e. ‘you’
Lesson 4 1. Gathering.
Recall opinions.
2. Processing
Explain how to form singular and plural questions.
3. Applying
Evaluate what you have practised asking by writing out the questions.
Bell task
Describe the pictures using ‘il y a’ and ‘il n’y a pas de’
Learning toolbox
Thinking caps: red and white Habits of mind – striving for accuracy
Plenary
Self-assessment of matching / translation exercises. Teacher assessment of accurate pronunciation and spellings of new words.
Resources: PPt 4
Key Vocabulary/literacy opportunities
Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel un marché un parc un restaurant un stade une église une patinoire une piscine
Subject @ SAA
des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est …
Marking Opportunity:
Red pen marking of bell task
Recall/Homework:
SMSC:
Misconceptions:
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5
1. Gathering.
Name basic prepositions
2. Processing
Explain where buildings are using prepositions. Explain when to use ‘tu’ and ‘vous’.
3. Applying
Bell task
Working out the meaning of basic directions and prepositions
Learning toolbox
circle map – tu or vous Thinking caps: green and white Habits of mind – striving for accuracy Match directions Work out the meaning of prepositions and discuss what a preposition is. Define the difference between ‘tu’ and ‘vos ‘ and practice in converstions asking where places are. Using ‘tu’ and ‘vous’ accurately.
Plenary : translating a short text including prepositions.
Self-assessment of matching / translation exercises. Teacher assessment of accurate pronunciation and spellings of prepositions.
Resources:
PPT lesson 5
Key Vocabulary/Literacy opportunities
Pardon … Où est …? Où sont …? C’est … à gauche à droite tout droit au carrefour entre derrière devant le bateau pirate le café le Cheval de Troie
Subject @ SAA
le manège le restaurant le petit train le toboggan géant le trampoline magique la grotte mystérieuse la rivière enchantée la soucoupe volante l’hôtel les autos tamponneuses
les chaises volantes
Marking Opportunity:
Red pen marking in class of spellings of prepositions and word order.
Recall/Homework:
SMSC: socail
Misconceptions: there can only be one word for ‘yiu’ in French if that is the case in English.
Subject @ SAA
Lesson 6 1. Gathering.
Recall buildings and rides.
2. Processing
Recall buildings and rides.
3. Applying
Imagine helping someone to find their way around the theme park.
Bell task
Work out which rides in the fair are out of order
Learning toolbox
Thinking caps: white Habits of mind – striving for accuracy Memory games- linked to literacy PAIR translation task.
Plenary: create a wordsearch using prepositions
PAIR translation from French to English and English to French about where rides are situated. B4
Resources: PPt 6
Key Vocabulary/literacy opportunities
Pardon … Où est …? Où sont …? C’est … à gauche à droite tout droit au carrefour entre derrière devant le bateau pirate le café le Cheval de Troie le manège le restaurant le petit train le toboggan géant le trampoline magique la grotte mystérieuse la rivière enchantée la soucoupe volante l’hôtel les autos tamponneuses
les chaises volantes
Marking Opportunity:
PAIR marking
Recall/Homework:
Complete wordsearch
SMSC: social
Misconceptions: mixing up ‘droit’
Subject @ SAA
and ‘droite’
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 7
1. Gathering.
2. Processing
3. Applying Judge you PAIR task and complete the green pen response.
Bell task :
Complete half of your partner’s WORDSEARCH – created for homework.
Learning toolbox
Thinking caps: white Habits of mind – striving for accuracy Green pen responses.
Plenary
Complete your partner’s WORDSEARCH – created for homework.
Green pen responses – self-assessment
Red pen marking in class of spellings of prepositions and word order.
Resources:
Key Vocabulary/Literacy opportunities
Marking Opportunity:
Red pen marking in class of spellings of prepositions and word order.
Recall/Homework:
Bronze: Practise theme park vocabulary Cahier d’exercices A, page 33 Silver+Gold :
Subject @ SAA
Cahier d’exercices B, page 33
SMSC: social + cultural
Misconceptions:
mixing up ‘droit’ and ‘droite’
Lesson 8
1. Gathering.
Name places you might go to at the weekend.
2. Processing
Explain how to use ‘à’ + the definite article.
3. Applying
Bell task
Learning toolbox
Circle map categorizing genders of buildings
Thinking caps: white Habits of mind – think before acting
Use grammar p74 a+le as starter for pupils to make notes from.
Listening B4 Understand where people go at the weekend and who with
Reading B4 Understand texts about where people go at the weekend
Plenary : Further practice of ‘à’ + the definite article.
Self-assessment of matching / translation exercises.
Teacher assessment of accurate pronunciation and spellings of
Resources: PPT 8
Use grammar p74 a+le as starter for pupils to make notes from.
Key Vocabulary/literacy opportunities
d’habitude normalement quelquefois tous les weekends
J’aime ça./J’adore ça.
Marking Opportunity:
Recall/Homework:
SMSC:
Misconceptions: inclusion of the words le/la/l’/les when replaced by ‘à’ + the definite article.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 9
1. Gathering.
2. Processing
3. Applying
Imagine you are conducting a survey about where people go at the weekend and you must summarise your results.
Bell task
Unjumble the sentences about where people are going using ‘aller’.
Learning toolbox
Thinking caps: white Habits of mind – think before acting
Speaking 4 Carry out a class survey on where people go at the weekend
Play the board game (Jeu du Weekend) Reading: Understand the results of a survey and draw a graph
Plenary
Low / Middle ability: À toi A page 124, ex. 3
Higher ability À toi B page 125, ex. 1
Resources: PPT 9
Board game
Graph paper fore low ability
Key Vocabulary/Literacy opportunities
d’habitude normalement quelquefois tous les weekends
J’aime ça./J’adore ça.
Marking Opportunity:
Recall/Homework:
Bronze : Cahier d’exercices A, page 34 Silver + Gold:
Cahier d’exercices B, page 34
SMSC:
cultural
Misconceptions: inclusion of the words le/la/l’/les when replaced by ‘à’ + the definite article.
Subject @ SAA
Lesson 10 1. Gathering.
Recall places, days and opinions.
2. Processing
Explain when to use ‘je veux’ and ‘tu veux’ + infinitive.
3. Applying
Bell task
Identify the infinitives in a group of words
Learning toolbox
Thinking caps: white, red Habits of mind – think before acting and persist.
Listening: Understand the places mentioned in invitations Listen to a song and sing along B4/5 Reading: Understand a song about suggestions for going out
Identify French expressions in a text
Plenary
Resources
PPT 10
Key Vocabulary/literacy opportunities
je veux, tu veux, il/elle/on veut Tu veux aller (au cinéma) (samedi
soir)?
Bonne idée! Super! Génial! D’accord. Oui, c’est super top. Oui, je veux bien. Non, je n’ai pas envie. Si tu veux. Non merci. C’est vraiment nul!
C’est ennuyeux.
Marking Opportunity:
Recall/Homework:
SMSC:
Misconceptions:
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 11
1 Gathering.
Recall places, days and opinions.
2. Processing
Explain when to use ‘je veux’ and ‘tu veux’ + infinitive.
3. Applying Judge a conversation your 2 friends are having. Is their pronunciation good? Are they using a variety of phrases?
Bell task
Circle map – places, days and opinions
Learning toolbox
Circle map – places, days and opinions
B4-B5 speaking: Make up a conversation, suggesting an outing and responding to the invitation; then comment on pronunciation and the language used Reading B4 Identify French expressions in a text
Plenary Which X Factor judge is most likely to say which phrase? !
Write their name and the phrases.
Self-assessment of reading task. Peer-assessment of pronunciation Teacher assessment of bell task spellings plus plenary sentences.
Resources: PPT 11
Snakes and ladders game (time permitted)
Key Vocabulary/Literacy opportunities
Bonne idée! Super! Génial! D’accord. Oui, c’est super top. Oui, je veux bien. Non, je n’ai pas envie. Si tu veux. Non merci. C’est vraiment nul!
C’est ennuyeux.
la prononciation
C’est super / bien
Marking Opportunity:
Red pen marking around the class for spellings. Pronunciation checks and comments written in exercise books after having listened in to conversations.
Recall/Homework:
Bronze : Cahier d’exercices A, page 35
Gold : Cahier d’exercices B, page 35
Subject @ SAA
SMSC: social
Misconceptions:
Lesson 12
4. Gathering.
5. Processing
6. Applying
Bell task
Correct the errors in the sentences using modal verbs
Learning toolbox
Thinking caps: white Habits of mind – think before acting Undertaand how to use modal verbs Create sentences using je, tu, il, on plus modal verb plus infinitive Read around the class - literacy
Plenary
Self-assessment bell task
Teacher assessment of correct pronunciation
Teacher assessment of correct spelling of 12 sentences
Resources
Key Vocabulary/literacy opportunities
Qu’est-ce qu’on peut faire à …?
je peux, tu peux, il/elle/on peut
aller au concert faire du bowling faire du roller ou du skate faire du vélo faire une promenade en
barque
jouer au babyfoot et au flipper au
Subject @ SAA
café
manger au restaurant
visiter les jardins/les monuments/les musées
Marking Opportunity: red pen marking of 12 sentences
Recall/Homework:
SMSC:
Misconceptions: thereis only one French word for ‘we’
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 13
4. Gathering.
5. Processing
6. Applying Imagine you live in a fictitious place –describe it.
Bell task
Match up sentence halves of activities SILVER: add modal verb starters to each sentence
Learning toolbox
Bubble map
Thinking caps: white, green, blue Habits of mind – think before acting
Write a description of an ideal virtual town
Plenary
Create a mnemonic of ‘VOULOIR’
PAIR marking
Resources: ppt 13
Blue assessment books
Key Vocabulary/Literacy opportunities
Qu’est-ce qu’on peut faire à …?
je peux, tu peux, il/elle/on peu
aller au concert faire du bowling
Subject @ SAA
faire du roller ou du skate faire du vélo faire une promenade en
barque
jouer au babyfoot et au flipper visiter les jardins/les monuments/les musées
au camanger au restaurant
Marking Opportunity:
Recall/Homework:
Revise for assessments
SMSC: social / cultural
Misconceptions:
Subject @ SAA
Lesson 14-16
1. Gathering.
Recall buildings and places to go out.
2. Processing
Explain when to use ‘je veux’ and ‘Je peux’ + infinitive.
3. Applying
Reading and writing assessments
Bell task
Quiz questions on the unit
Learning toolbox
Students complete the 2 assessments and there is an extra consolidation sheet for those who do not achieve B4.
Plenary
Summarise what you have found difficult in this unit and how you overcame any problems.
Resources:PPT 14-16
assessment sheets and consolidation sheet
Key Vocabulary/literacy opportunities
All vocabulary from the entire unit.
Marking Opportunity:
PAIR marking
Recall/Homework:
SMSC: social
Misconceptions: